The Experts below are selected from a list of 58194 Experts worldwide ranked by ideXlab platform
Iveta Silova - One of the best experts on this subject based on the ideXlab platform.
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between faith and Science world culture theory and comparative education
Profesorado Revista de Currículum y Formación del Profesorado, 2013Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain the apparent educational convergence through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded
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between faith and Science world culture theory and comparative education
Comparative Education Review, 2012Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...
Stephen Carney - One of the best experts on this subject based on the ideXlab platform.
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between faith and Science world culture theory and comparative education
Profesorado Revista de Currículum y Formación del Profesorado, 2013Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain the apparent educational convergence through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded
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between faith and Science world culture theory and comparative education
Comparative Education Review, 2012Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...
George A Reisch - One of the best experts on this subject based on the ideXlab platform.
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planning Science otto neurath and the international encyclopedia of unified Science
The British Journal for the History of Science, 1994Co-Authors: George A ReischAbstract:In the spring of 1937, the University of Chicago Press mailed hundreds of subscription forms for its latest enterprise – a projected series of twenty short monographs by various philosophers and scientists. Together the monographs were to form the first section of the International Encyclopedia of Unified Science . Included in each mailing was an introductory prospectus which began: Recent years have witnessed a striking growth of interest in the scientific enterprise as a whole and especially in the unity of Science. The concern throughout the world for the Logic of Science, the history of Science, and the sociology of Science reveals a comprehensive international movement interested in considering Science as a whole in terms of the scientific temper itself. A Science of Science is appearing. The extreme specialization within Science demands as its corrective an interest in the scientific edifice in its entirety. This is especially necessary if Science is to satisfy its inherent urge for the systematization of its results and methods and if Science is to perform adequately its educational role in the modern world. Science is gradually rousing itself for the performance of its total task.
Jeremy Rappleye - One of the best experts on this subject based on the ideXlab platform.
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between faith and Science world culture theory and comparative education
Profesorado Revista de Currículum y Formación del Profesorado, 2013Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain the apparent educational convergence through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded
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between faith and Science world culture theory and comparative education
Comparative Education Review, 2012Co-Authors: Stephen Carney, Jeremy Rappleye, Iveta SilovaAbstract:World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the Logic of Science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideoLogical foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept—in faith...
Thomas Uebel - One of the best experts on this subject based on the ideXlab platform.
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three challenges to the complementarity of the Logic and the pragmatics of Science
Studies in History and Philosophy of Science, 2015Co-Authors: Thomas UebelAbstract:The bipartite metatheory thesis attributes to Rudolf Carnap, Philipp Frank and Otto Neurath a conception of the nature of post-metaphysical philosophy of Science that sees the purely formal-Logical analyses of the Logic of Science as complemented by empirical inquiries into the psychology, sociology and history of Science. Three challenges to this thesis are considered in this paper: that Carnap did not share this conception of the nature of philosophy of Science even on a programmatic level, that Carnap's detailed analysis of the language of Science is incompatible with one developed by Neurath for the pursuit of empirical studies of Science, and, finally, that Neurath himself was confused about the programme of which the bipartite metatheory thesis makes him a representative. I argue that all three challenges can be met and refuted.
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carnap s Logic of Science and personal probability
In: D. Dieks W Gonzalez S. Hartmann M. Stoeltzner M. Weber editor(s). Probabilities Laws and Structures. Dordrecht: Springer; 2012. p. 469-479., 2012Co-Authors: Thomas UebelAbstract:The aim of the present paper is to consider how Rudolf Carnap’s later preoccupation with inductive Logic fits into the framework of philosophy of Science as a bipartite metatheory, a framework for which the members of the so-called left wing of the Vienna Circle can be seen to have provided a blueprint.
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carnap and kuhn on the relation between the Logic of Science and the history of Science
Journal for General Philosophy of Science, 2011Co-Authors: Thomas UebelAbstract:This paper offers a refutation of J. C. Pinto de Oliveira’s recent critique of revisionist Carnap scholarship as giving undue weight to two brief letters to Kuhn expressing his interest in the latter’s work. First an argument is provided to show that Carnap and Kuhn are by no means divided by a radical mismatch of their conceptions of the rationality of Science as supposedly evidenced by their stance towards the distinction of the contexts of discovery and justification. This is followed by an argument to the effect that the fact that Carnap’s own work concentrated on formal aspects of scientific theories does not licence the conclusion that he thought historical investigations and concerns irrelevant for what we nowadays would rightly call “philosophy of Science”.
